NRS 493 Professional Capstone Practicum Essays GCU

NRS 493 Professional Capstone Practicum Essays GCU

NRS 493 Topic 1 Individual Success Plan (ISP)

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

Application-based Learning Course Assignments	List of Current Course Objectives	Number of Clock Hours Associated with Each Assignment	Assignment Date Due	Self-Assessment: GCU RN-to-BSN University Mission Critic Competencies and Programmatic Domains Competencies(see Appendix A)
WEEK 1	Agreement between Grand Canyon University and HillCrest Hospital Develop ISP and share ideas with mentor. Submit documentation for Course Mentor identification process Plan for a capstone research project	10	5/16/2021	MCI-MC5 Domains 1.1: 2.3:
Course mentor			11:59:59	4.1: 5.1
Identification and			Discussion
approval process			topic due
Pre-conference Individual Success			dates#1 5/12/21
Plan			11:59:59
Capstone change			#2 5/14/21
project topics			11:59:59
Lopes Activity Tracker
Reflective Journal
Discussion topic 1&2
WEEK 2	Identify a topic problem, and opportunities to improve patient care, and outcomes, within a clinical practice setting. Determine evidence‐ based solutions Identify strategies for logistical Implementation of a	10	5/23/202111:59:59 Discussion topic due dates#1 5/19/2111:59:59	MCI-M5 Domains 1.1: 1.2: 1
Capstone Topic Summary,				1.4 :2.1:2.2: 2.3 3.1:3.2: 3.3 34.1: 4.3: 5.1: 5.2
Selection, and
Approval
Lopes Activity
Tracker
Reflective Journal

Discussion topic 1&2 solution. Use the PICOT process in analyzing a clinical problem or organization issue. #2 5/21/2111:59:59 WEEK 3 1. Evaluate evidence- 10 5/30/2021 MC1-MC5: Domai.3ns 1.1:1.2:1.3: 1.4: 2.1: 2.2:2.3: 3.1:4.14.2: 4.3: 5.1:5MC1-MC5 Domains 1.1: 1.21.4: 1.5: 2.1: 2.2;2.3: 3.1: 4.1 4.2: 4.3: 5.1: 5.2 MC1-MC5 Domains 1.1: 1.2 1.5: 2.1: 2.2: 2.3: 3.1: 3.2: 3. PICOT Statement Paper (Discussion with mentor)Lopes Activity Tracker based research and other appropriate resources to inform the development of a change plan.2. Identify strategies for logistical 11:59:59Discussion topic due dates#1 5/26/21 Discussion topic 1&2Reflective journal implementation of proposed solutions.3. Demonstrate the 11:59:59#2 5/28/21 Benchmark Capstone Change Project Objectives ability to evaluate levels of evidence into a concise format.4. Integrate evidence, 11:59:59 clinical judgment, inter- professional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care. WEEK 4 1. Evaluate evidence- 10 6/06/2021 Evidence-Based Practice Proposal Development Plan 2Literature Evaluation Table based research and other appropriate resources for the development of a change plan.2. Identify strategies for logistical 11:59:59Discussion topic due dates#1 6/2/21 Lopes Activity tracker Reflective journal implementation of proposed solutions.3. Demonstrate the 11:59:59#2 6/4/21 Discussion topic 1&2Capstone Change Project Outcomes ability to evaluate levels of evidence into a concise format.4. Integrate evidence, clinical judgment, inter- 11:59:59 professional perspectives, and patients’ preferences in planning, implementing, and evaluating outcomes of care. WEEK 5Evidence-Based Identify the objectives, strategies, and best outcomes of the 10 6/13/2111:59:59

Practice Proposal evidence-based practice proposal. Mapped out steps to implement the strategies for change proposalFind resources to organize and implement the proposal. Establish an evaluation plan for change proposal effectiveness in ensuring adequate health promotion and disease prevention Discussion 4.2; 4.3: 5.1:5.2: 5.3:5.4:MC1-MC5 Domains 1.1: 1.21.4; 1.5: 2.1; 2.2: 2.3: 3.1: 3.3.3: 3.4: 4.1: 4.2: 4.3: 5.1:5.2 5.3: 5.4: MC1-MC5 Domains-1.1, 1.2 1.4: 2.1: 2.2: 2.3, 2.4: 3.1: 3. 3.3: 3.4: 4.1: 4.2, 4.3: 4.4; 4. 5.1: 5.2: 5.3: 5.4: 5.5 Project topic due Development and dates Implementation Plan 1 (Practice #1 6/9/21 Hours Completion 11:59:59 Statement lopes activity tracker #2 6/11/2111:59:59 Reflective journal Discussion topic 1&2 Midterm Evaluation of student Mid-Conference WEEK 6 Identify the objectives, strategies, and best outcomes of the evidence-based practice proposal. Find resources to organize and implement the proposal. Analyzing how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. 10 6/20/202111:59:59discussion topic due dates#1 6/16/2111:59:59 #2 6/18/21 11:59:59 Evidence-Based Practice Proposal Project Development and Implementation Plan 2 (Literature Review with Mentor Capstone Change Project resources Reflective journal Lopes activity tracker Discussion topic 1&2 WEEK 7 Ability to identify ways 10 6/27/2021 Change Proposal Project Evaluation and Dissemination Plan of evaluating a proposed solution. Assess variables and outcomes before and after project implementation using 11:59:59Discussion topic due dates Lopes activity tracker basic statistics. Address plans of making #1 6/23/21 Reflective journal Discussion topic 1&2 evidence for change proposal known. Employ excellent communication and 11:59:59#2 6/25/2111:59:59 teamwork with interdisciplinary

members to deliver the best evidence-based patient care. WEEK 8 Change Proposal Project Evaluation and Dissemination Plan 2Practice Hours Completion Statement Reflective journal Lopes activity tracker Discussion topic 1&2 Apply evidence-based research steps and processes required as the foundation to address clinically oriented problem or issue in future practice. Address plans of making evidence for change proposal known. Employ excellent communication and teamwork with interdisciplinary members to deliver the best evidence-based patient care. 10 7/04/202111:59:59 Discussion topic due dates#1 6/30/2111:59:59 #2 7/2/21 11:59:59 MC1-MC5 Domains -1.1, 1.21.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.13.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.44.5, 5.1, 5.2, 5.3, 5.4, 5.5 WEEK 9Evidence-Based Practice Proposal Project 1(Capstone Project Change Proposal)Lopes activity tracker Reflective journalDiscussion topic 1&2 Present a professional comprehensive change initiative. Apply new knowledge and skill to nursing practice watching the process of evidence- based research utilization by nursing staff. Analyze research studies for use as evidence-based practice in healthcare settings. Be an active interprofessional collaborator in leadership, skills and decision-making to provide in providing high-quality patient careKnow the organization and other barriers that can derail change proposals to affect 10 711/202111:59:59 Discussion topic due dates#1 7/7/2111:59:59 #2 7/9/21 11:59:59

health care delivery and practice. Effectively communicate and exemplify good leadership traits in ensuring a successful implementation of the change initiative. WEEK 10Evidence-Based Practice Proposal Project 2Benchmark & Professional Capstone and Practicum Reflective Journal Individual Success PlanLopes activity tracker Post Conference Present a professional comprehensive change initiative. Apply new knowledge and skill to nursing practice watching the process of evidence-based research utilization by nursing staff. Analyze research studies for use as evidence-based practice in healthcare settings. Be an active interprofessional collaborator in leadership, skills and decision-making to provide in providing high-quality patient careKnow the organization and other barriers that can derail change proposals to affect health care delivery and practice. Effectively communicate and exemplify good leadership traits in ensuring a successful implementation of the change initiative. 10 7/18/202111:59:59 Discussion topic due dates#1 7/14/2111:59:59 #2 7/16/21 11:59:59 MC1-MC5 Domains -1.1, 1.21.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.13.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.44.5, 5.1, 5.2, 5.3, 5.4, 5.5 Personal evaluation with mentor 7/18/21

	11:59:59 Scholarly Activity 7/18/2111:59:59 Comprehensive Log 100. 7/11 MC2; MC5 of Practice Immersion Hours 1:59:59 Domain 1.1; 1.2; 1.3; 1.4; 1.5

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Student Signature Name: TL Date: 5/14/2021 Mentor Signature [Upon Initiation of Course] Name: CT Date: 5/14/21 Mentor Signature [Upon Completion of Course] Name: Week 10 mentor signs when date assignment completed is filled in. Date: APPENDIX A:

NRS 493 Professional Capstone Practicum Essays GCU: GCU RN-to-BSN Domains & Competencies

•University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication.

Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

NRS 493 Professional Capstone Practicum Essays GCU Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

NRS 493 Professional Capstone Practicum Essays GCU Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

• : Exemplify professionalism in diverse health care
• : Manage patient care within the changing environment of the health care
• : Exercise professional nursing leadership and management roles in the promotion of patient safety and quality
• : Participate in health care policy development to influence nursing practice and health
• : Advocate for autonomy and social justice for individuals and diverse

NRS 493 Professional Capstone Practicum Essays GCU Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

• : Incorporate liberal arts and science studies into nursing
• : Comprehend nursing concepts and health
• : Understand and value the processes of critical thinking, ethical reasoning, and decision making.

NRS 493 Professional Capstone Practicum Essays GCU Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

• : Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful
• : Implement patient care decisions based on evidence-based
• : Provide individualized education to diverse patient populations in a variety of health care
• : Demonstrate professional standards of

NRS 493 Professional Capstone Practicum Essays GCU Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

• : Utilize patient care technology and information management
• : Communicate therapeutically with
• : Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care.

NRS 493 Professional Capstone Practicum Essays GCU Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

• : Understand the human experience across the health-illness
• : Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
• : Provide culturally sensitive
• : Preserve the integrity and human dignity in the care of all

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
2. Completion of work associated with program competencies.
3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

You are not required to submit this assignment to LopesWrite.

NRS 493 Professional Capstone Practicum Essays GCU

NRS 493 Topic 1 Practice Experience Conference (Pre-Conference)

Students are required to initiate a preconference that will occur during the first week of class and must include the faculty member and the preceptor. Conferences may be conducted face-to-face or via synchronous technology such as Skype, Zoom, or GoToMeeting.

The student, preceptor, and faculty must be present at the conference. The student and preceptor will complete the “Practice Experience Conference Form (Preconference)” and the student will submit it to the instructor in LoudCloud after the conference has taken place.

You are not required to submit this assignment to LopesWrite.

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 1 DQ 1

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 1 DQ 2

NRS 493 Professional Capstone Practicum Essays GCU – Topic 2 DQ 1

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 2 DQ 2

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 3 DQ 1

NRS 493 Topic 3 DQ 1 Example Approach 2

Garcia et al (2019) found that burnout among nurses have a direct negative impact on the quality-of-care patients receive, particularly in terms of compromising their safety. The nurses get prone to medical errors because the focus, concentration and critical thinking skills gets impaired due to the psychological and physical exhaustion. The paper is strong on developing and defending the causal link on the variables under discussion. It is a review of published materials and not statistical research in itself.

Kelly et a l (2021) explains how when burnout inducing condition prevail in a hospital, clinic or nurses’ working environment not just the patients’ care but also the entire organization is affected. The paper does a great job in highlight the broader impact of nurse burnout and not just restricting it to the effects on patients. This is important because it drags the attention of management of medical establishments to take the issue of nurse burnout seriously because the operation of the organization can be crippled. The weakness is that the study surveyed nurses from three facilities only, opening up the study to question about whether it was representative enough.

Mua (2019) explains in details how investing in improving the work condition for nurses so that their burnout is dealt with has a direct impact on improving the experience of patients under their care. It finds that nurses who are motivated to work, has time to refresh and replenish and who have workload evenly distributed tend to give better quality service. The paper is effective in vouching for dealing with nurse burnout in a progressive and effective manner. It however does not highlight how patient behaviors also tend to frustrate nurses into burnout even if some of the conditions for the nurses are addressed.

Sasangohar et al. (2020) examines how the physical and psychological impacts of COVID-19 translated into stressing and overstretching ICU nurses, causing them to experience burnout. The article’s strength is that it lays bare how nurses experience burnout when they get overstretched by huge influx of patients into hospitals needing intensive care. This perspective is accurate. The weakness is that the paper uses pandemic times which has been an emergency to suggest conclusions which it purports to be generalized.

Shah et al (2021) discusses the how widespread the problem of nurse burnout is among nurses in the United States and what factors contribute to it. It found that the up to 31.5% nurses who report to have left their job cite burnout as the principal reason. Hospitals and clinics with 20 hour a week working schedule setting were associated with greater odds of burnout. The strength of this article is that it clearly links the factors to the outcome which forms the basis for its conclusion. The weakness is that it only sampled 50,000 nurses to represent 3.9 million people, a sample I think is too small to be representative.

Kelly et al. (2021) use evidence-based studies to build a case of how nurses can deal with burnout and shield themselves from it. The detailed suggestion highlight how nurses can reduce their pre-exposure to physical and emotional exhaustion that drains the work drive. The weakness is that articles reviewed to generate the suggestions seem so limited to give credible conclusions that can be relied upon.

References

Garcia, C. D. L., Abreu, L. C. D., Ramos, J. L. S., Castro, C. F. D. D., Smiderle, F. R. N., Santos, J. A. D., & Bezerra, I. M. P. (2019). Influence of burnout on patient safety: systematic review and meta-analysis. Medicina, 55(9), 553.

Kelly, L. A., Gee, P. M., & Butler, R. J. (2021). Impact of nurse burnout on organizational and position turnover. Nursing outlook, 69(1), 96-102.

Kelly, L. A., Weston, M. J., & Gee, P. M. (2021). A Nurse Leader’s Guide to Reducing Burnout: Strategies to Improve Well-Being. Nurse Leader, 19(5), 467-473.

Mua, A. (2019). Compounding Effects of Reducing Nurse Burnout and How It Can Produce an Increase in Patient Safety and Satisfaction.

Sasangohar, F., Jones, S. L., Masud, F. N., Vahidy, F. S., & Kash, B. A. (2020). Provider burnout and fatigue during the COVID-19 pandemic: lessons learned from a high-volume intensive care unit. Anesthesia and analgesia.

Shah, M. K., Gandrakota, N., Cimiotti, J. P., Ghose, N., Moore, M., & Ali, M. K. (2021). Prevalence of and factors associated with nurse burnout in the US. JAMA network open, 4(2), e2036469-e2036469.

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 3 DQ 2

NRS 493 Professional Capstone Practicum Essays GCU – Topic 4 DQ 1

NRS 493 Professional Capstone Practicum Essays GCU -NRS 493 Topic 4 DQ 2

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 5 DQ 1

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 5 DQ 2

NRS 493 Professional Capstone Practicum Essays GCU – Topic 6 DQ 1

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 6 DQ 2

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 7 DQ 1

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 7 DQ 2

NRS 493 Professional Capstone Practicum Essays GCU – Topic 8 DQ 1

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 8 DQ 2

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 9 DQ 1

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 9 DQ 2

NRS 493 Professional Capstone Practicum Essays GCU – Topic 10 DQ 1

NRS 493 Professional Capstone Practicum Essays GCU – NRS 493 Topic 10 DQ 2

NRS 493 Professional Capstone Practicum Essays GCU – Full Course Assignments

NRS 493 Topic 1 Individual Success Plan (ISP)

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
2. Completion of work associated with program competencies.
3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

You are not required to submit this assignment to LopesWrite.

NRS-493 Individual Success Plan Sample 

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

PRACT I C E   E X P E R I E N C E	Complete Contact Information
	Student Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty Information	GCU
	Name:
	E-mail:
	Phone Number:
	Practicum Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

Application-based Learning Course Assignments	List of Current Course Objectives	Assignment Date Due	Self-Assessment: Programmatic Domains & Competencies (See Appendix A)	Self-Assessment: GCU RN-to-BSN University Mission Critical Competencies  (See Appendix A)	Date Assignment Completed
Week 1
Develop Individual Success Plan	Create a plan for successful competition of the course, including self-assessment programmatic domains and competencies relevant to the course.	08/04/2022	1:1; 2:1	MC1; MC2; MC5	08/04/2022
Reflective Journal Writing	Demonstrate effective communication through a reflective Journal Incorporate reflective practice through a reflective Journal	08/04/2022	1:1; 1:2; 1:3; 1:4; 2:2; 2:33:2; 3:4	MC1; MC2; MC3; MC4; MC5	08/04/2022
Identify Capstone Change Project Topics	Demonstrate interpersonal collaboration when identifying the capstone project change proposal Incorporating credible literature to support the topic	08/04/2022	1:1; 1:2; 1:3; 1:4; 2:1; 2:2; 2:3 3:2; 3:4	MC1; MC2; MC4; MC5	08/04/2022
Week 2
Capstone Project Topic Selection and approval	Demonstrate interpersonal collaboration when selecting the capstone project proposal Incorporate evidence-based solutions to the clinical practice issue to improve patient outcomesDemonstrate how the identified solutions will affect nursing practice. Demonstrate the art of incorporating external evidence in supporting the capstone project topic.	15/04/2022	1:1; 1:2; 1:3; 1:42:1; 2:2; 2:33:1; 3:44:3	MC1; MC2; MC3; MC4; MC5
Summary of topic category; community or leadership	Demonstrate effective interprofessional collaboration during the creation of the capstone project proposal	15/04/2022	1:1; 1:2; 1:3; 1:42:2; 2:33:25:2; 5:4	MC1; MC2; MC5
Reflection Journal Entry	Integrate reflective practice into the practicum reflective Journal	15/04/2022	1:1; 1:2; 1:3; 1:42:2; 2:33:2	MC1; MC2; MC3; MC4; MC5
Week 3
PICOT Question Paper	Create a PICOT Question incorporating an evidence-based nursing practice interventionDemonstrate an awareness of nursing research methods	22/04/2022	1:1; 1:2; 1:3; 1:4; 1:52:1; 2:2; 2:3; 2:44:1; 4:35:1; 5:4	MC1; MC2; MC4; MC5
Reflection Journal Entry	Integrate reflective practice into the practicum reflective Journal	22/04/2022	1:1; 1:2; 1:3; 1:42:2; 2:33:2; 3:44:1; 4:35:1; 5:4	MC1; MC2; MC4; MC5
Week 4
Literature Evaluation Table	Identify, select, and synthesize evidence-based research data to support the development of the capstone project change proposal	29/04/2022	1:1; 1:2; 1:3; 1:4; 1:52:1; 2:2; 2:34:1	MC1; MC2; MC4; MC5
Listing Measurable Outcomes for Capstone Change Project	Identify a change or nursing theory consistent with the proposed intervention of the capstone projectDocument measurable outcomes for evidence-based practice proposed by the capstone project Demonstrate interpersonal collaboration during the creation of capstone project change	29/04/2022	1:1; 1:2; 1:3; 1:4; 1:52:2; 2:33:2; 3:44:1; 4:35:1; 5:4	MC1; MC2; MC4; MC5
Reflection Journal Entry	Integrate reflective practice into the practicum reflective Journal	29/04/2022	1:1; 1:2; 1:3; 1:42:2; 2:33:2; 3:44:1; 4:35:1; 5:4	MC1; MC2; MC4; MC5
Week 5
Summary of the strategic plan	Assess organizational culture and identify institutional challenges that challenge the implementation of proposed change interventionIdentify and assess organizational and community stakeholders relevant to project implementation Create a strategic plan for capstone project change implementation Demonstrate interpersonal collaboration when creating a strategic plan for proposal implementation	06/05/2022	1:1; 1:2; 1:3; 1:42:2; 2:33:2; 3:44:1; 4:35:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Midterm Evaluation Tool	–	06/05/2022	–	–
Reflective Journal Entry	Integrate reflective practice into the practicum reflective Journal	06/05/2022	1:1; 1:2; 1:3; 1:42:2; 2:33:2; 3:44:1; 4:35:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Week 6
Literature Review Table	Synthesize research information and data to support the capstone change proposal	13/05/2022	1:1; 1:2; 1:3; 1:4; 1:52:2; 2:33:2; 3:44:1; 4:3	MC1; MC2; MC3; MC4; MC5
Capstone Change Project Resources	Identify nursing theory or change models supporting the capstone project’s nursing intervention.Document measurable outcomes for evidence-based nursing practice intervention used in the capstone project change proposal. Demonstrate interprofessional collaboration during the creation of the capstone project	13/05/2022	1:1; 1:2; 1:3; 1:4; 1:52:2; 2:33:2; 3:44:1; 4:35:1; 5:4	MC1; MC2; MC3; MC4; MC5
Reflective Journal Writing	Integrate reflective practice into the practicum reflective journal	13/05/2022	1:1; 1:2; 1:3; 1:4; 1:52:2; 2:33:2; 3:44:1; 4:35:1; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5
Week 7
Change Project Evaluation Plan	Determine and describe information dissemination strategiesDraft a plan for evaluating outcome measures of the proposed interventions. Demonstrate interpersonal collaboration when creating the evaluation plan	20/05/2022	1:1: 1:2; 1:3; 1:4; 1:52:1; 2:2; 2;34:1; 4:35:1; 5:4	MC1; MC2; MC3; MC4; MC5
Reflective Journal Writing	Integrate reflective practice into the practicum reflective Journal	20/05/2022	1:1; 1:2; 1:3; 1:4; 1:52:2; 2:33:2; 3:44:1; 4:35:1; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5
Week 8
Benchmarking Written Capstone Project Change Proposal	Write a comprehensive, evidence-based capstone project change proposal using components developed in previous course topics.Integrate a plan for evaluating the nursing intervention in the written comprehensive, evidence-based capstone project change proposal. Integrate a change or nursing theory into the written, comprehensive, evidence-based capstone project change proposal. Identify potential barriers to the implementation of the change proposal. Demonstrate measures to overcome the potential barriers.  Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.	27/05/2022	1:1; 1:2; 1:3; 1:4; 1:5 2:1; 2:2; 2:3 3:1; 3:2; 3:3; 3:4 4:1; 4:2; 4:3 5:1; 5:2; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5
Reflection Journal Entry	Incorporate reflective practice into the reflective Journal	27/05/2022	1:1; 1:2; 1:3; 1:42:2; 2:33:2; 3:44:1; 4:35:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Week 9
Capstone Project Change Proposal presentation (professional presentation)	Demonstrate interpersonal collaboration skills during the presentationDesign a professional Presentation for information dissemination of the capstone Change Project proposal	03/06/2022	1:1; 1:2; 1:3; 1:4; 1:52:1; 2:2; 2:33:1; 3:2; 3:3; 3:44:1; 4:2; 4:35:1; 5:2; 5:3; 5:4	MC1; MC2; MC4; MC5
Reflective Journal Writing	Integrate reflective practice into the practicum reflective Journal	03/06/2022	1:1; 1:2; 1:3; 1:42:2; 2:33:2; 3:44:1; 4:35:1; 5:3; 5:4	MC1; MC2; MC4; MC5
Week 10
Finalized ISP	Evaluate achievement of the course objectives by finalizing an individual success plan (ISP)	10/06/2022	1:2; 1:3; 1:42:1; 2:33:2.4:3	MC1; MC2; MC3; MC4; MC5
Scholarly Activity Summary	–	10/06/2022	–
Benchmark-Reflection Journal Summary	Integrate self-reflective practice in summarizing the practicum reflective journal entries	10/06/2022	1:1; 1:2; 1:3; 1:4; 1:52:1; 2:2; 2:33:1; 3:2; 3:3; 3:44:1; 4:2; 4:35:1; 5:2; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5
Summary Presentation	Present the Capstone Project to an interprofessional groupsDemonstrate knowledge of various strategies for disseminating information to an interprofessional group of leaders. Demonstrate interpersonal collaboration in the dissemination of the capstone project proposal.	10/06/2022	1:1; 1:2; 1:3; 1:4; 1:52:2; 2:33:2; 3:44:1; 4:35:1; 5:3; 5:4	MC1; MC2; MC3; MC4; MC5
Final Clinical Evaluation Tool		10/06/2022
Practice Clinical Evaluation Tool-Agency		10/06/2022
Practice Clinical Evaluation Tool-Preceptor		10/06/2022

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Student Signature
Name:
Date:
Preceptor Signature [Upon Initiation of Course]
Name:
Date:
Preceptor Signature [Upon Completion of Course]
Name:
Date:

NRS 493 Topic 1 Practice Experience Conference (Pre-Conference)

Students are required to initiate a preconference that will occur during the first week of class and must include the faculty member and the preceptor. Conferences may be conducted face-to-face or via synchronous technology such as Skype, Zoom, or GoToMeeting.  The student, preceptor, and faculty must be present at the conference. The student and preceptor will complete the “Practice Experience Conference Form (Preconference)” and the student will submit it to the instructor in LoudCloud after the conference has taken place.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 1 Capstone Change Project Topics

Work with your preceptor to perform a needs assessment of the organization and community for your practicum. Review the needs assessment to identify possible project topics. In preparation for the capstone change project proposal, compile a list of three to five possible topics for your project and submit to the assignment instructor in LoudCloud.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 1 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Pleas e review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 2 Capstone Topic Summary

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Write a 150-250 word summary explaining which category your topic and intervention are under (community or leadership).

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 2 Capstone Project Topic Selection and Approval

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
5. Significance of the topic and its implications for nursing practice.
6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

NRS 493 Topic 2 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 3 PICOT Question Paper

Review your problem or issue and the study materials to formulate a PICOT question for your capstone project change proposal. A PICOT question starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care.

The intervention used to address the problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and specify the timeframe needed to implement the change process.  Formulate a PICOT question using the PICOT format (provided in the assigned readings) that addresses the clinical nursing problem.

The PICOT question will provide a framework for your capstone project change proposal.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Describe the problem in the PICOT question as it relates to the following:

1. Evidence-based solution
2. Nursing intervention
3. Patient care
4. Health care agency
5. Nursing practice

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

NRS 493 Topic 3 Benchmark Capstone Change Project Objectives

Review your problem or issue and the cultural assessment. Consider how the findings connect to your topic and intervention for your capstone change project. Write a list of three to five objectives for your proposed intervention. Below each objective, provide a one or two sentence rationale.

After writing your objectives, provide a rationale for how your proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

1.5:  Advocate for autonomy and social justice for individuals and diverse populations.

NRS 493 Topic 3 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 4 Literature Evaluation Table

In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. The ability to articulate research data and summarize relevant content supports the student’s ability to further develop and synthesize the assignments that constitute the components of the capstone project.

The assignment will be used to develop a written implementation plan.

For this assignment, provide a synopsis of the review of the research literature. Using the “Literature Evaluation Table,” determine the level and strength of the evidence for each of the eight research articles you have selected. The articles should be current (within the last 5 years) and closely relate to the PICOT question developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Literature Evaluation Table Example

Student Name:

Change Topic (2-3 sentences):

Criteria	Article 1	Article 2	Article 3	Article 4
Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article	Zheng, F., Liu, S., Liu, Y., & Deng, L. (2019). Effects of an outpatient diabetes self-management education on patients with type 2 diabetes in China: a randomized controlled trial. Journal of diabetes research, 2019.1	Nassar, C. M., Montero, A., & Magee, M. F. (2019). Inpatient diabetes education in the real world: an overview of guidelines and delivery models. Current diabetes reports, 19(10), 1-8.	Lee, S. K., Shin, D. H., Kim, Y. H., & Lee, K. S. (2019). Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes. International journal of environmental research and public health, 16(18), 3323.	Chatterjee, S., Davies, M. J., Heller, S., Speight, J., Snoek, F. J., & Khunti, K. (2018). Diabetes structured self-management education programs: a narrative review and current innovations. The Lancet Diabetes & Endocrinology, 6(2), 130-142.
Article Title and Year Published	Effects of an outpatient diabetes self-management education on patients with type 2 diabetes in China, 2019	Inpatient diabetes education in the real world: an overview of guidelines and delivery models, 2019	Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes, 2019	Diabetes structured self-management education programs, 2018
Research Questions (Qualitative)/ Hypothesis (Quantitative)	Is a simple outpatient diabetes self-management education program effective?	Do hospitals face challenges in delivering inpatient diabetes education with the increase in readmission and hospitalizations?	How does applying customized diabetes management programs through pattern management affect individual self-care behaviors and self-efficacy in patients with type two diabetes mellitus?	What improvements have been seen in self-management diabetes education programs during the last two decades?
Purposes/Aim of Study	Assessing the effectiveness of a simple outpatient diabetes self-management education program	Providing an overview of the current state of inpatient diabetes education using the existing guidelines and education models.	Investigating the effect of applying customized diabetes education programs on patients’ self-care behaviors and self-efficacy.	Assessing the improvement in self-management diabetes education programs.
Design (Type of Quantitative, or Type of Qualitative)	Single-blinded randomized control study	Summary overview of the existing diabetes education models.	Nonequivalent control group pretest-protest design	Narrative review.
Setting/Sample	60 patients in an outpatients department Xiangya Hospital, Central South University	Diabetes-Specialty care models and diabetes-non-specialty care models were reviewed.	Type 2 diabetes patients of age 18-70 who visited the hospital between March 2017 and September 2017	Existing self-management diabetes education programs
Methods: Intervention/ Instruments	A two-group experimental design was used.	Diabetes Education models Summary review	pretest-posttest design to test the effects of PM-based diabetes education utilizing CGMS results of patients with diabetes	Systematic reviews of diabetes self-management education programs done between 2012 and 2017
Analysis	SDSDA, PAID, FBG, postprandrial2 hblood glucose and HbA1c tests were all performed to evaluate the effects of interventions for both groups before andAfter three months.	The existing inpatient diabetes education models were discussed according to their reported outcomes.	The effects on self-efficacy and self-care behavior were analyzed using ANOVA. Collected data were analyzed using SPSS version 22	Analysis of the evidence-based reports of the articles reviewed.
Key Findings	For the control group, Scores of the diabetes self-care activities significantly improved in the intervention group after the intervention.	Inpatient diabetes education should provide survival skills for self-management upon discharge until more outpatient education is provided.	Positive changes in self-care behavior were observed. Self-care behaviors improved after diabetes education programs.	There is an increase in self-empowerment in self–management diabetes education models. There is an integration of psychosocial models in diabetes education.
Recommendations	Diabetes self-management education can improve psychological conditions and glycemic control in T2DM.	Both diabetes specialty care models and diabetes non-specialty care models can be used successfully for inpatient diabetes education.	Customized diabetes education programs specific to each patient’s characteristics should be developed.	Psychosocial issues and communication should be considered in self-management education.
Explanation of How the Article Supports EBP/Capstone Project	The article provides evidence of the impact of education on patients with type 2 diabetes. The article shows that well-structured education is the basis of patient responsibility and increases patient self-management.	The article provides an overview of inpatient patient education. It shows the superiority of structured education to other forms of patient education. It offers alternatives for patient education.	The article introduces the importance of education in increasing self-efficacy and self-management. It supports that patient education is the best intervention to improve self-efficacy and self-management because diabetes care is highly dependent on patients’ interventions.	The study shows that structured education programs utilizing nursing terminologies are the best interventions to deliver quality education. The standardized terminologies are vital in covering patients’ differences.

Criteria	Article 5	Article 6	Article 7	Article 8
Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article	Ghisi, G. L. D. M., Seixas, M. B., Pereira, D. S., Cisneros, L. L., Ezequiel, D. G. A., Aultman, C., Sandison, N., Oh, P., & da Silva, L. P. (2021). Patient education program for Brazilians living with diabetes and prediabetes: findings from a development study. BMC public health, 21(1), 1-16.	Xu, G., Liu, B., Sun, Y., Du, Y., Snetselaar, L. G., Hu, F. B., & Bao, W. (2018). Prevalence of diagnosed type 1 and type 2 diabetes among U.S. adults in 2016 and 2017: a population-based study. BMJ, 362.	Rahaman, H. S., Jyotsna, V. P., Sreenivas, V., Krishnan, A., & Tandon, N. (2018). Effectiveness of a patient education module on diabetic foot care in outpatient setting: An open-label randomized controlled study. Indian Journal of Endocrinology and Metabolism, 22(1), 74.	Galaviz, K. I., Weber, M. B., Straus, A., Haw, J. S., Narayan, K. V., & Ali, M. K. (2018). Global diabetes prevention interventions: a systematic review and network meta-analysis of the real-world impact on incidence, weight, and glucose. Diabetes Care, 41(7), 1526-1534.
Article Title and Year Published	Patient education program for Brazilians living with diabetes and prediabetes: findings from a development study, 2021	Prevalence of diagnosed type 1 and type 2 diabetes among U.S. adults in 2016 and 2017: a population-based study, 2018	Effectiveness of a patient education module on diabetic foot care in outpatient setting: An open-label randomized controlled study.	Global diabetes prevention interventions: a systematic review and network meta-analysis of the real-world impact on incidence, weight, and glucose, 2018
Research Questions (Qualitative)/ Hypothesis (Quantitative)	Can there be a diabetes education program that is specifically applicable to Brazilians living with diabetes?	How prevalent is diabetes type 1 and 2 among us adults?	How effective is the foot care education module that the team had developed?	Can LSM strategies implemented under real-world conditions lower diabetes risk and promote weight loss?
Purposes/Aim of Study	Develop a diabetes patient education program applicable to the Brazilian population living with diabetes.	Estimating the prevalence of diagnosed cases of diabetes type 1 and 2 in the U.S. general population and the proportion among U.S. adults.	Assessing the effectiveness of a foot care education module the authors had developed.	The purpose of this study was to synthesize global evidence on the impact of LSM strategies on diabetes incidence and risk factors in one parsimonious model.
Design (Type of Quantitative, or Type of Qualitative)	Narrative of existing diabetes education programs	Nationwide, population-based, cross-sectional survey	Randomized controlled study	Epidemiological study design
Setting/Sample	Both inpatient and outpatient Brazilians living with diabetes. Diabetes patient educators	National health interview survey 2016 and 2017. U.S. adults aged 20 and above	165 Adult patients diagnosed with Diabetes type 1 or 2 attending endocrinology from July 2015 to December 2016	PubMed, Embase, Cochrane Library, and ClinicalTrials.gov were searched for studies published between January 1990 and April 2015.
Methods: Intervention/ Instruments	Review of the development process of diabetes patient education programs.	Data was collected through NHIS and standardized questionnaires.	Block randomization was used to divide the patients into a control group and an intervention group	Meta-analysis was used to obtain evidence of the effects
Analysis	Best practices in diabetes education programs in Brazil and South America were analyzed using systematic reviews.	Data were statistically analyzed using survey weights.	Randomized control trials were used to analyze the effect of healthcare education on foot care knowledge and behavior in diabetes patients.	random-effects meta-analysis techniques were applied to obtain a pooled pre/post mean difference for weight and glucose outcomes among intervention participants
Key Findings	Development phases of a diabetes education program were explained. A program applicable to Brazilian patients was developed.	The study provided benchmark estimates on the national prevalence of diagnosed type 1 diabetes (0.5%) and type 2 diabetes (8.5%) among U.S. adults. Among U.S. adults with diagnosed diabetes, type 1 and type 2 diabetes accounted for 5.6% and 91.2%, respectively.	The module was effective. Persistent change in foot care behavior requires the patient to have reinforcement regularly.	The study found that participants receiving an intervention had a 29% lower risk of developing diabetes, lost 1.5 kg more body weight, and reduced FBG by 0.09 mmol/L more than participants not receiving one.
Recommendations	The program’s effectiveness must be tested in the future as meeting individual needs requires sustained efforts.	The study recommends further investigations into the disparities in the prevalence.	The study recommends further improvement on the diabetes patient education module.	Even though LSM strategies can succeed in diabetes prevention, the study recommends further studies in low-income countries.
Explanation of How the Article Supports EBP/Capstone	The article shows the applicability and importance of education in diabetes care. The article provides evidence of increased self-management and better patient education after diabetes education, hence proving the project’s viability.	The article provides data on the real-world prevalence of diabetes. It portrays it as a priority clinical problem. In addition, it recommends specific interventions such as mass awareness and patient education to reduce the diabetes healthcare burden.	The article reviews the costs of diabetes. It also examines its interventions and preventability. The article recommends rigorous public sensitization and patient education to prevent diabetes and its complications.	The article reviews global diabetes prevention interventions. Diabetes education features as an essential intervention in the prevention and prognosis of diabetes.

NRS 493 Topic 4 Capstone Change Project Outcomes

After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 4 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 5 Practice Experience Conference (Mid-Conference)

Students are required to initiate a mid-conference that will occur during Topic 5, using the  “Practice Experience Conference Form (Mid-Conference)” resource. This conference is intended for the student, preceptor, and faculty to discuss progress toward meeting the learning goals and course objectives contained in the Individual Success Plan (ISP). Progress toward completing the written capstone project will also be discussed, including faculty recommendations for project development.

Student progress will be documented on the Clinical Evaluation Tool (CET), which is submitted in LoudCloud prior to the conference. The CET will be discussed during the mid-conference and graded in LoudCloud by the faculty after the mid-conference. If the student receives an “Unacceptable” or “Below Expectations” in any category, the student will remediate for that category of the CET.

NRS 493 Topic 5 Midterm Evaluation of Student

The preceptor will perform a midterm evaluation with the faculty. The faculty will input the evaluation content into the Lopes Activity Tracker. The student will upload the evaluation into LoudCloud after meeting with the preceptor to discuss the midterm evaluation.

Students must meet all clinical expectations of the course, earn a passing grade on all benchmark assignments, and successfully complete remediation (if necessary) in order to receive a passing grade in the NRS-493 course.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

NRS 493 Professional Capstone Practicum Essays GCU – Topic 5 Clinical Practice Experience Remediation

Students who are not making appropriate progress on their capstone project and receive an “Unacceptable” or “Below Expectations” on the CET will be required to complete remediation activities. Required remediation activities are listed on the “NRS-493: Clinical Experience Remediation” document.  The required activities must be submitted in LoudCloud upon their completion by the end of Topic 7.  All required remediation activities will be reviewed and approved by the faculty.

NRS 493 Topic 5 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 5 Strategic Plan Summary

Assess the culture of the organization for potential challenges in incorporating the nursing practice intervention. Use this assessment when creating the strategic plan.

Write a 150-250 word strategic plan defining how the nursing practice intervention will be implemented in the capstone project change proposal.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 6 Literature Review

While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone project change proposal, the literature review enables students to map out and move into the active planning and development stages of the project.

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Question Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:

1. Title page
2. Introduction section
3. A comparison of research questions
4. A comparison of sample populations
5. A comparison of the limitations of the study
6. A conclusion section, incorporating recommendations for further research

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

NRS 493 Professional Capstone Practicum Essays GCU – Topic 6 Capstone Change Project Resources

Work with your preceptor to assess the organization for required resources needed for the strategic plan if the change proposal were to be implemented. Review your strategic plan and determine what resources would be needed if the change proposal were to be implemented. Write a list of at least four resources you will need in order to implement your change proposal.

The assignment will be used to develop a written implementation plan.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 6 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric.  Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 7 Capstone Change Project Evaluation Plan

Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 7 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 8 Benchmark Capstone Project Change Proposal

In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Develop a 1,250-1,500 written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

1. Background
2. Clinical problem statement.
3. Purpose of the change proposal in relation to providing patient care in the changing health care system.
4. PICOT question.
5. Literature search strategy employed.
6. Evaluation of the literature.
7. Applicable change or nursing theory utilized.
8. Proposed implementation plan with outcome measures.
9. Discussion of how evidence-based practice was used in creating the intervention plan.
10. Plan for evaluating the proposed nursing intervention.
11. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome.
12. Appendix section, if tables, graphs, surveys, educational materials, etc. are created.

Review the feedback from your instructor on the Topic 3 assignment, PICOT Question Paper, and Topic 6 assignment, Literature Review. Use this feedback to make appropriate revisions to these before submitting.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

1.1:     Exemplify professionalism in diverse health care settings.

2.2:     Comprehend nursing concepts and health theories.

3.2:     Implement patient care decisions based on evidence-based practice.

NRS 493 Topic 8 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 9 Capstone Project Change Proposal Presentation for Faculty Review and Feedback

Create a professional presentation of your evidence-based intervention and change proposal to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated. Submit the presentation in LoudCloud for feedback from the instructor.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 9 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 10 Capstone Project Change Proposal Presentation

Review the feedback on the change proposal professional presentation and make required adjustments to the presentation. Present your evidence-based intervention and change proposal to an interprofessional audience of leaders and stakeholders. Be prepared to answer questions and accept feedback.

After presenting your capstone project change proposal, write a 250-350 word summary of the presentation. Include a description of the changes that were suggested by your preceptor before your presentation and how you incorporated that feedback. Describe how this interprofessional collaboration improved the effectiveness of your presentation. Include a description of the feedback and questions from your audience after your presentation, and how this experience will affect your professional practice in the future.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 10 Individual Success Plan (ISP)

The completed Individual Success Plan (ISP) signed off by the preceptor must be submitted to LoudCloud for faculty approval. Student expectations and instructions for completing the ISP document are provided on the “NRS-493 Individual Success Plan” document. Faculty must approve of the completed ISP.  Obtaining preceptor feedback and signature is the responsibility of the student. APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 10 Benchmark Professional Capstone and Practicum Reflective Journal

Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.

This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.

The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

2.3:     Understand and value the processes of critical thinking, ethical reasoning, and decision making.

4.1:     Utilize patient care technology and information management systems.

4.3:     Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

5.3:     Provide culturally sensitive care.

5.4:     Preserve the integrity and human dignity in the care of all patients.

NRS 493 Topic 10 Scholarly Activities

Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

You are required to post at least one documented scholarly activity by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.

Submit, by way of this assignment, a summary report of the scholarly activity, including who, what, where, when, and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 10 Practice Experience Conference (Post-Conference)

Students are required to initiate a Post- Conference that will occur during Topic 10.  This meeting is intended for the student, preceptor, and faculty to discuss the completion of the clinical practice experience, the learning goals contained in the Individual Success Plan (ISP), and course learning objectives.

Completion of the written capstone project change proposal will also be discussed, including preceptor recommendations. Completion of the clinical practice experience will be documented on the “Clinical Evaluation Tool” (CET), which is submitted in LoudCloud prior to the Post- Conference.  The CET will be reviewed during the Post-Conference including recommendations from the preceptor.  Faculty will grade the submitted CET after the conference.

NRS 493 Topic 10 Indirect Clinical Practice Experience

Submit the completed “NRS-493 Indirect Clinical Practice Experience Hours” form to LoudCloud by the end of Topic 10.

NRS 493 Professional Capstone Practicum Essays GCU – Topic 10 Student Evaluation of Preceptor and Site

Access the Lopes Activity Tracker to complete the “Student Evaluation of Preceptor and Site.” Upload and submit the evaluation through the dropbox in LoudCloud.

NRS 493 Topic 10 Final Evaluation of Student by Preceptor

The preceptor will complete your final evaluation in the Lopes Activity Tracker.

Both the student and preceptor must sign the form. The final evaluation is completed and submitted by the student to the Dropbox in LoudCloud.

Students must meet all clinical expectations of the course, earn a passing grade on all benchmark assignments, and successfully complete remediation (if necessary) in order to receive a passing grade in the NRS-493 course. If there are any competencies on the final evaluation that are “Below Expectations,” this may result in failure of the course.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.